- Душка, А.Л. (orcid.org/0000-0003-0805-7813), Омельченко, Ірина Миколаївна (orcid.org/0000-0002-4698-0273) and Кобильченко, В.В. (orcid.org/0000-0002-7717-5090) (2025) Psychological features of the ability for communicative interaction in preschool children with autism spectrum disorders «Перспективи та інновації науки (Серія «Педагогіка», Серія «Психологія», Серія «Медицина»)», 9 (55). pp. 1254-1265. ISSN 2786-4952
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Abstract
The problem of communication disorders in children is increasingly concerning psychologists and special educators not only in Ukraine but also worldwide. Communication and the ability to communicate can be defined as a means of shaping human personality, since only through interaction with others does socialization and the development of abilities take place. Communication is an essential spiritual need of a person, while isolation from society leads to severe psychological trauma. The very existence of any human community – from small groups to states – is possible only due to the phenomenon of communication. Communication disorders are directly linked to the urgent problem of childhood autism and autism spectrum disorders (ASD). Such disorders manifest as an inability for communicative interaction, namely the child’s unwillingness or inability to interact in a socially acceptable way with family members and others. Communicative development of personality is a lengthy, complex, and dynamic process, characterized by specific features at each age stage. The article provides a detailed analysis of communication disorders in ASD and establishes that children with ASD experience significant delays in the development of nonverbal means of communication as well as speech development, which manifests in systemic underdevelopment of all its components. It is emphasized that children with communication impairments often have to study individually or remotely due to difficulties integrating into groups, which deepens the isolation of the child and family. Frequently, such communication disorders are regarded merely as one of the manifestations of ASD, and their correction follows accepted systems of working with such children. However, there are many cases where children with communication disorders do not exhibit other symptoms typical of ASD. At the same time, it should be noted that in all cases of communication disorders, targeted correction of these impairments alone can significantly improve the child’s condition. Based on an analysis of contemporary psychological literature, the authors argue that despite numerous studies by domestic and foreign specialists, there is still no universally accepted explanation for the causes of blocked communicative interaction development in children leading to communication disorders. Moreover, the tendency to reduce communication impairments exclusively to ASD narrows the field of study of this phenomenon, as focusing solely on the "biological" aspect of the issue limits the use of psychological methods in analyzing the child’s refusal to communicate. Although the study of biological causes of ASD has been ongoing for a long time, researchers have not yet reached a consensus regarding innate mechanisms that may provoke specific communication and interaction disorders in children. In recent years, more researchers have concluded that besides biological factors, environmental influences (primarily significant adults) also play a role in both intensifying communicative interaction impairments and facilitating habilitation and rehabilitation of children with communication disorders. The authors stress that the role of significant adults in shaping a child’s development, instilling basic norms of socially acceptable behavior and communicative interaction, as well as motivating them toward communication, remains insufficiently studied. While numerous practical methods and psycho- pedagogical approaches exist to develop children’s motivation for communication and interaction, current theoretical explanations of these methods do not provide an exhaustive account of the psychological factors shaping such motivation.
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